Childminder in Derby

Inspection date

Previous inspection date 06/11/2014 12/02/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a robust knowledge of safeguarding procedures. She prioritises safety, ensuring children have a safe environment to play in. Consequently, children are safe and secure at this childminder's home.  The childminder successfully helps children in their development by understanding their individual skills and abilities. She provides a wide range of activities related to children's interests, so that they are motivated and supported to make good progress in their learning.  Children benefit from strong bonds with the childminder. As a result, children are emotionally secure, which helps them to develop social awareness and begin to build their own friendships in her care.  The childminder has positive relationships with parents, which results in information about children's changing needs being shared well. Therefore, children receive a consistent approach to their learning and care needs.

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This provision is good

 The childminder is well organised, with a professional approach to her work and making improvements, which means that she aims to provide the best for the children in her care.

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It is not yet outstanding because

 The childminder on occasions, does not always give the children time to respond to the questions she asks. Consequently, children are not continually using their thinking skills.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector held discussions with the childminder and spoke to children throughout the inspection.  The inspector observed activities indoors, outside and at snack time.  The inspector held a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's learning journal records and assessment documentation.

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Inspection activities

 The inspector sampled relevant documentation, including policies, procedures, the childminder's qualifications and proof of her suitability, as well as her self-evaluation documents.

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Information about the setting

The childminder registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Mickleover, Derby. The whole of the ground floor and two rooms and a bathroom on the first floor are used for childminding purposes. There is an enclosed garden for outside play. The childminder provides care from Monday to Friday, 7.30am to 5.30, all year round, except for the week between Christmas and New Year, bank holidays and family holidays. The childminder is currently caring for seven children, all of whom are in the early years age range. She holds an appropriate early years qualifications at level 3. The childminder drives or walks to the local schools and pre-schools. She attends the local toddler groups and takes children to the local library and parks. The family has a pet rabbit and guinea pig. The childminder is a member of the Professional Association for

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Information about the setting

Childcare and Early Years and receives support from the local authority.

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To further improve the quality of the early years provision the provider should:

 focus more precisely on providing children more time to answer questions, so that they can use their thinking skills effectively, paying particular attention when they are taking part in adult-led activities.

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who attend

Children are eager to learn and well-motivated at this childminder's home. The childminder has a passion for her role and demonstrates a secure understanding that children learn best through play. She has a good knowledge of the Early Years Foundation Stage, which enables her to plan challenging and exciting activities that meet the needs of all children. She observes and assesses children while they play and uses this information effectively to inform her future planning and identify next steps in children's learning. The childminder provides a good balance of adult-led and child-initiated activities that enthuse and ignite children's learning. For example, children explore the properties of flour as they pat it and watch the burst of dust in the air. They continue to make tracks using toy cars and various tools, such as paintbrushes, and add glitter to make it shine. Children giggle and laugh and demonstrate they are exploring and investigating the materials very well, showing

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who attend

signs of effective learning. The childminder provides good levels of challenge for each child and extends the learning thoroughly as they play. She interacts with enthusiasm and asks them many what, where and why questions to encourage children to think. However, she sometimes does not provide enough time for children to respond to the questions she asks. Often she will answer for the children, and this is especially noticeable when children take part in adult-led activities. The childminder's assessment procedures are robust. She knows the children well and tracks their achievements efficiently. This enables her to effectively identify any gaps in their learning and complete the progress check for children between the ages of two and three years. As a result, she can target when early intervention is needed, so children can receive the appropriate support to meet their learning needs. Consequently, children are making good progress towards the early

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who attend

Children have a thirst for learning and are acquiring the necessary skills for their future learning. They are developing in the prime areas of learning very well. The childminder's teaching is rooted in her experience and she provides purposeful and developmentally appropriate activities and opportunities that inspire the children. The childminder fosters communication and language skills effectively. She constantly talks to the children and provides a running commentary about what they are doing. The childminder holds purposeful conversations about their experiences and introduces new words to add to their vocabulary. For example, while children play with pegs in the water, she introduces words, such as 'sink' and 'float'. She effectively demonstrates this concept to the children, so that they understand the meaning of the new words. In addition, this helps children to begin to problem solve as they watch the pegs and decide which pegs sink or float. They

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who attend

play cooperatively to extend this play and concentrate and listen to the childminder attentively. Children also develop good hand-and-eye coordination and handling skills as they collect the pegs and place them in the water. Children love playing outside and eagerly put their coats on developing their self-help skills effectively. They use the equipment provided for them skilfully. Children scoot and ride wheeled toys around the garden and negotiate the obstacles well. They climb and balance on the climbing frame and tackle climbing the steps with care. The childminder supports their learning, reminding them not to slip, while allowing them to take risks, which supports their physical development well.

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who attend

The childminder teaches early literacy skills positively. Children have opportunities to sit in the cosy reading area to look at books independently or snuggle with the childminder and listen to stories. The childminder reads stories skilfully. She uses the illustrations and changes the tone of her voice to capture children's interest and increase their enjoyment. Children become actively involved in the stories, which helps them begin to understand that reading can be pleasurable. Children are learning to write their names and enjoy writing for purpose as they write shopping lists and letters while they play. They learn mathematics through everyday routine and activities, such as counting, singing number songs and sorting the toys as they tidy away. The childminder plans activities, such as recognising shapes in the environment and building constructions, to help children to understand about, shape, space and measurement. Children have a positive attitude to

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who attend

learning about the world they live in. They have many opportunities to learn about the natural world. They watch streamers and windmills blow in the wind, help feed the rabbit and guinea pig and grow strawberries and beans. The childminder takes the children into the community, so that they can learn about the diversity of the people they meet. The childminder teaches children about similarities and differences through books and toys she provides. Children have very use of technology and learn how to use the camera to take photographs of their own achievements to share with their parents. Parents are involved in their children's learning from the start. The childminder effectively encourages them to contribute towards their children's assessments through discussions and in written form. She gathers information about children's starting points from parents. The childminder shares information with parents about the day's events at the end of the day. As a result

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who attend

of this two-way communication, both parties can ensure good continuity of learning for children and enhance children's learning.

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The contribution of the early years provision to the well-being of children

The childminder provides a welcoming and homely environment where children feel safe and secure. She has thorough procedures to get to know children from the start, which enables them to settle quickly. The childminder has successfully established relationships with parents, which are trusting. As a result, children separate from their parents and build secure relationships with the childminder. The childminder provides children with a good role model of how to relate to other people. She practices good manners and encourages children to be polite. The childminder develops strong relationships with children because she consistently praises their achievements and positive behaviour. This boosts children's confidence and promotes their self-esteem. As a result, children develop their independence with the reassurance that she is nearby to lend a hand when needed. Children develop a good understanding of how to behave kindly towards each other

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The contribution of the early years provision to the well-being of children

because the childminder teaches them to be thoughtful and considerate. She provides consistent boundaries with gentle reminders for children to share and take turns. As a result, children have positive attitudes towards others and respect their needs. Consequently, children's behaviour is good. The childminder plans outings to toddler groups where children have experiences of playing alongside and with others. This helps children to get on well with each other and be sensitive towards each other's feelings. Children accept differences between other people and themselves. The childminder plans activities to encourage them to learn about other people and their communities. This includes learning about special celebrations and festivals from around the world. Overall, the relationships children build with those around them enables them to feel emotionally secure. This prepares them for the changes involved in moving forward on to their next

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The contribution of the early years provision to the well-being of children

stage of learning, which is usually pre-school or school. The childminder is building links with a local pre-school and school to work in partnership to support progress in children's learning and development. She has a good awareness of working together to prepare children for their move into school.

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The contribution of the early years provision to the well-being of children

The childmider ensures that the home, both inside and out, is well-maintained, child friendly and suitable for children's use. She provides toys and resource storage units that are labelled with words and pictures, enabling children to make choices in their play. The childminder teaches children basic skills in how to keep safe. She does this through general conversations and through practising safety procedures. This helps children to build up an awareness of safety for themselves. For example, she reminds children to take their time when climbing up and down steps and talks them through inappropriate play. The childminder encourages children to develop self-care skills. These include feeding themselves and helping the childminder dress and undress them according to their needs. For example, young toddlers are able to take their own shoes, hats and gloves off when entering the premises. They attempt to put these articles back on when going out. Good

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The contribution of the early years provision to the well-being of children

hygiene is also encouraged, and children routinely wash their hands at appropriate times during the day. Children have regular access to a well-resourced outdoor area. They have plenty of opportunities for fresh air and exercise through the use of the space outdoors and opportunities to go to the local park and indoor play areas. As a result, children are able to develop a good understanding of the need to adopt a healthy lifestyle and develop skills for the future. Children are developing an understanding of healthy foods. The childminder provides a range of healthy snacks, such as grapes and cheese. Children sit with the childminder and talk about the food making them strong and healthy. The childminder provides home-cooked meals if parents wish, otherwise children bring their own packed lunches. The childminder encourages the parents to provide a healthy lunch box, so that there is consistency in the food provided being healthy. Children have access to drinking

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The contribution of the early years provision to the well-being of children

water throughout the day in their own cup. They return to this to get a drink when they are thirsty.

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provision

The childminder shows good leadership and management skills. She has a secure understanding of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed safeguarding training and has a written policy and procedures should she have concerns about the welfare of a child. The childminder shares these policies with parents, so they understand her duties and responsibilities. Appropriate checks are completed for those who have regular contact with children, ensuring their suitability. For example, Disclosure and Barring Service checks have been successfully completed. The childminder has completed and implemented thorough and detailed risk assessments of her home and regular outings. She has identified and minimised any hazards, and carries out daily checks before children arrive. The childminder keeps all her records and documentation in a well-organised and professional

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provision

manner, which underpins children's well-being. The childminder has quickly established very effective methods for organising the learning environment and her planning and assessment methods. The childminder demonstrates a secure knowledge of the educational programmes to support children's learning and development. She ensures that her records are accurate and provide a clear picture of children's current development set against expected levels for their age. Consequently, children are making good progress.

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provision

The childminder monitors the service she offers to ensure it meets the children's needs, and makes changes where needed. She shows ambition and a good attitude towards developing her service further to promote continuous improvements. The childminder has attended a variety of courses to build her knowledge and understanding of different age groups, and children's health and well-being. The childminder is a reflective practitioner and has undertaken self-evaluation and, subsequently, is implementing a detailed action plan. She has implemented the recommendation from her last inspection, to develop her partnership with parents. She, therefore, demonstrates that she clearly knows the improvements she wishes to make to her service. The childminder reviews her routine and activities to make sure that they suit the children who attend. As a result, she changes which groups she visits to make sure that children are engaging in age-appropriate

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provision

activities. She is interested in parent's and children's views about her service. The childminder regularly asks for parent's feedback to ensure her service continues to meet their needs. For example, her service is flexible, allowing her to match parents work schedules.

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provision

The childminder builds friendly and professional partnerships with parents. She provides a range of information, such as verbal handovers, communication books and the learning journals. Parents add their comments to communication diaries and summary reviews, which helps the childminder provide consistent care. Parents comment that the children make good progress and are growing in confidence. Where children attend other day care settings, the childminder has developed strong partnerships with other key persons. They communicate regularly to share their records of children's achievements and plan shared strategies to support children into school. She recognises the importance of working effectively in partnership with other early years provisions, in order that children make the most of their opportunities to learn. The childminder has good links with other childminders and welcomes the feedback from her development worker.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY316309 Local authority Derby, City of Inspection number 862228 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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